KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
K = What do you know?
W = What do you want to learn?
L = What have you learned? (we'll do this last one later)
K = fun theory is needed in the background to understand games and game based learning differences between gamification and GBL game based learning = using games in learning
W = how exactly can games be fruitfully & meaningfully included in classroom learning experiences
L = game elements = dynamics, mechanics, components
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons.
Note down here some ways they might benefit from gamification.
Science Topic: Sound Waves understanding of wave motion - by use of a long slinky spring on the floor - students working in pairs could strive by their hand movements to see which group can hold for the longest time, a sustained stable wave pattern on the spring. This game strategy could be applied to forming stable transverse waves, as well as longitudinal waves
after playing Fantasy Geopolitics, I realise how the students direct involvement with the wave motion on a slinky spring could get them interested and engaged - they start to feel "I am the wave" etc
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)
Game Dynamics Constraints / Learning outcomes yes Emotions no Narrative no Progression yes Relationships yes
Game Mechanics Challenges yes Chance no Competition/Cooperation yes Feedback yes Resource Acquisition no Rewards yes Transactions no Turns no Win States yes
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.
(feel free to scan or photograph and upload your rubic to this page.)
ZBL narrative follows the different stages of the zombie outbreak:
Pre-planning, the outbreak, after the outbreak, survival, resettlement and rebuilding society.
Students apply the knowledge and critical thinking that meets geography standards instead of just memorizing maps and capitols.
The goal is to practice higher order thinking skills and think like a geographer.
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
Game Thinking Planning Template
Lesson outcomes (These are also the constraints in your game dynamics, refer to your syllabus document) BOSTES NSW NEW Syllabus - Science K-10
Science Topic: Sound Waves PW1b. identify situations where waves transfer energy PW1c. describe qualitatively, using the wave model, the features of waves including wavelength, frequency and speed
Description of your audience (Age, likes and dislikes, motivations etc)
Year 8 and 9 approx age 15 years - like hands-on science and computer games
Time constraints (How many hours, lessons, weeks, terms will you have to complete the intended gamified experience or game)
2x two hour lessons
Game Elements (Game Dynamics, Game Mechanics and Game Components)
understanding of wave motion - by use of a long slinky spring on the floor
- students working in pairs could strive by their hand movements to see which group can hold for the longest time for a sustained stable wave pattern on the spring
This game strategy could be applied to forming stable transverse waves, as well as longitudinal waves
Progression - chance to improve
Challenges - obstacles placed in the game that hinder sustaining a stable wave pattern on the spring
Competition / Cooperation - timing by other students of the longest time for a sustained stable wave pattern on the spring
Turns - groups could engage in a knock out sequence
Win States - final winners
Fun check (Integrated purposefully built into your experience including Easy fun, Hard fun, Serious fun and Social fun.
This game based learning has all of Easy fun, Hard fun, Serious fun and Social fun
Badges & Rewards
Level 1
KWL (Levels 1 and 3)Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
K = What do you know?
W = What do you want to learn?
L = What have you learned? (we'll do this last one later)
K = fun theory is needed in the background to understand games and game based learning differences between gamification and GBL game based learning = using games in learning
W = how exactly can games be fruitfully & meaningfully included in classroom learning experiences
L = game elements = dynamics, mechanics, components
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons.Note down here some ways they might benefit from gamification.
Science Topic: Sound Waves
understanding of wave motion - by use of a long slinky spring on the floor
- students working in pairs could strive by their hand movements to see which group can hold for the longest time, a sustained stable wave pattern on the spring. This game strategy could be applied to forming stable transverse waves, as well as longitudinal waves
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)Game Dynamics
Constraints / Learning outcomes yes
Emotions no
Narrative no
Progression yes
Relationships yes
Game Mechanics
Challenges yes
Chance no
Competition/Cooperation yes
Feedback yes
Resource Acquisition no
Rewards yes
Transactions no
Turns no
Win States yes
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.
(feel free to scan or photograph and upload your rubic to this page.)
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback
to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
Game Thinking Planning Template
Lesson outcomes (These are also the constraints in your game dynamics, refer to your syllabus document)
BOSTES NSW NEW Syllabus - Science K-10
Science Topic: Sound Waves
PW1b. identify situations where waves transfer energy
PW1c. describe qualitatively, using the wave model, the features of waves including wavelength, frequency and speed
Description of your audience (Age, likes and dislikes, motivations etc)
Year 8 and 9 approx age 15 years - like hands-on science and computer games
Time constraints (How many hours, lessons, weeks, terms will you have to complete the intended gamified experience or game)
2x two hour lessons
Game Elements (Game Dynamics, Game Mechanics and Game Components)
understanding of wave motion - by use of a long slinky spring on the floor
- students working in pairs could strive by their hand movements to see which group can hold for the longest time for a sustained stable wave pattern on the spring
This game strategy could be applied to forming stable transverse waves, as well as longitudinal waves
Progression - chance to improve
Challenges - obstacles placed in the game that hinder sustaining a stable wave pattern on the spring
Competition / Cooperation - timing by other students of the longest time for a sustained stable wave pattern on the spring
Turns - groups could engage in a knock out sequence
Win States - final winners
Fun check (Integrated purposefully built into your experience including Easy fun, Hard fun, Serious fun and Social fun.
This game based learning has all of Easy fun, Hard fun, Serious fun and Social fun